Prevention to Avoid Intervention Tier 1: the most important
tier!
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Targets Understand we should spend 90 minutes of core reading
time. Define fidelity to the core. Understand that engaging
instruction is key. Recognize that instruction must be explicit.
Explicit about my instruction Gives you a road map for where we are
going Creates a sense of urgency regarding today
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But Im not a teacher... Principals Have I been clear about the
type of instruction I want to see in the building?
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But Im not a teacher... School Psychologist/Special Education
Teacher Can I check the box the child was provided appropriate
instruction in the general education setting?
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But Im not a teacher... District Administrator Have I provided
clarity around common expectations?
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But Im not a teacher... Title 1/Literacy How can I sync my Tier
2 instruction with the Tier 1 instruction?
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Partnerships Pick someone near year you to be your partner. The
person with the next birthday is coffee. The other person is
cream.
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Tier 1 is for all students
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Hows your herd?
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Strong core instruction
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Weak core instruction
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We should spend 90 minutes of core reading time because
effective core instruction is the most important thing you can do
in RTI.
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90 minutes Core programs are written and designed to be taught
for 90 to 120 minutes. This does not include the instruction of
writing It may include the practice of writing Writing in response
to reading
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90 minutes Your district will need to give guidance around
Spelling and Grammar. What outcomes are you seeking?
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Struggling readers in core They need the most instruction Need
to be exposed to grade level material If they miss grade level
material, they will never catch up Just because there is a deficit
in one area, does not mean there is a deficit in all areas of
reading Interventions are limited in scope
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90 minutes There is no RTI way of organizing your 90 minute
blocks. Consider... Interruptions to your 90 minutes
Assemblies/Fire Drills Recesses Pull outs (Special Education, Title
1, SMART) Resources Flood in support Space for students to
work
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How to split the 90 minutes More whole group instruction on
Monday and Tuesday Not the same amount of small group time for each
each day
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Monday K-2 10 min Build Background/Oral Language/Morning
Message 10 min Phonemic Awareness 10 min Phonics 10(K)/15 min
Vocabulary/High Frequency Words 20(K)/45 min Comprehension Whole
group/ Small Group Instruction 60(K)/90 min
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Friday K-2 10 min Build Background/Oral Language/Morning
Message 5 min Phonemic Awareness 15 min Phonics 10 min
Vocabulary/High Frequency Words 20(K)/40 min Comprehension Whole
Group/ Small Group Instruction /Assessment 60(K)/90 min
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Monday 3-5 10 min Build Background/Oral Language 15 min Phonics
15 min Vocabulary 50 min Comprehension Whole group/ Small group
instruction 90 min
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Friday 3-5 10 min Build Background/Oral Language 15 min Phonics
10 min Vocabulary 55 min Comprehension Whole Group/Small Group
Instruction/Assessment 90 min
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Differentiation during 90 minutes Differentiation is changing
the size of the meal, not the menu.
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Options for organization Mrs. BookMrs. PageMr. KindleMr. Read
Students are given the Universal Screener Walk to Read
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Options for organization Mrs. BookMrs. PageMr. KindleMr. Read
Students are given the additional assessments
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Walk to Read Options for organization Mrs. BookMrs. PageMr.
KindleMr. Read Students are resorted based on multiple assessments
This may be for 90 minutes, 60 minutes, or 30 minutes
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Whole group lesson 10 minutes Comprehension 25 students 3 3 4 4
5 Small group lesson 6 Struggling students 15 minutes Small group
lesson 6 Struggling students 15 minutes Conferences 10 minutes
Conferences 10 minutes Whole group lesson 10 minutes Comprehension
25 students 4 3 4 4 5 Word Work Read to Self Read to Someone Work
on Writing Listen to Reading 4 3 4 3 5 Small group lesson 6 On
level students 10 minutes Small group lesson 6 On level students 10
minutes Whole group lesson 10 minutes Comprehension 25 students
Whole group lesson 5 minutes Vocabulary 25 students Small group
lesson 5 Struggling students 15 minutes Small group lesson 5
Struggling students 15 minutes 5 5 5 5 5 Whole Group closure 5
minutes 25 students 90 minute block Structure of the Daily 5 Whole
group lesson 10 minutes PA/Phonics 25 students
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We should spend 90 minutes of core reading time because
effective core instruction is the most important thing you can do
in RTI.
Slide 28
Talk Time Coffee please answer the following question: What is
the current amount of time that you spend on reading? Cream please
answer the following question: How have the expectations of the 90
minute Reading block been explained to staff? With extra time
switch questions
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There must be fidelity to the core because effective core
instruction is the most important thing you can do in RTI.
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vs.
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Fidelity to the core Worksheets Fidelity
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Why is fidelity important? Comprehensive program that
incorporates all components of reading Students have the
opportunity to make connections Students read text that supports
vocabulary, phonics, and comprehension lessons The whole school has
a common language, common goal, and common tools
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Fidelity to the core 1.The BIG 5 2.The scope and sequence
3.State standards 4.Strong Instructional Strategies
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Big 5 of Reading Phonemic Awareness Phonics Fluency Vocabulary
Comprehension
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Scope and sequence
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We want to be sure that we know what has and what will be
taught. Mastery of skills looks different at all levels Repeated
opportunities to learn
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We must complete the year to complete the race Scope and
sequence
Who ensures fidelity? District must decide on the key points of
the core curriculum Fidelity checklist should provide clarity to
teachers
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Curriculum specific fidelity checklists
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Non- curriculum specific fidelity checklists
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Who ensures fidelity? District must decide who is responsible
to check Principal Peers Title 1/Literacy Guru Fidelity checks
should occur regularly two to three times a year 5 to 15 minutes
each class
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The Elephant in the Room What happens if teachers dont teach
with fidelity (as defined by the district)? How does the climate in
the building change peoples behavior? Has the purpose of fidelity
been explained to staff? How were the expectations communicated?
What occurs in your district when teachers do not follow district
expectations?
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There must be fidelity to the core because effective core
instruction is the most important thing you can do in RTI.
Slide 46
Talk Time Cream please answer the following question: Define
fidelity in 1 sentence. Coffee please answer the following
question: How can/did you roll out fidelity tools successfully?
With extra time switch questions
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Instruction must be engaging because effective core instruction
is the most important thing you can do in RTI.
Slide 48
Things students say No hand raising (all doing the doing)
Choral responses verbal # _______ Partner Response think, pair
share # _______ Things students write Partner Response think,
write, share # _______ Graphic organizer Quick write/draw response
Completing a sentence frame White board responses Things students
do Choral responses physical #_______ Response Cards (yes/no, word,
letter) Manipulatives in use Things teacher does Maintains close
proximity to students Routines are clear for entry and work on
reading immediately. Attention signal, physical or verbal cue 10:2
strategy (10 min. teacher talk/2 min. student talk) Provides
students time for self assessment Student Engagement
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Is this engaging instruction?
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Things students say No hand raising (all doing the doing)
Choral responses verbal # _______ Partner Response think, pair
share # _______ Things students write Partner Response think,
write, share # _______ Graphic organizer Quick write/draw response
Completing a sentence frame White board responses Things students
do Choral responses physical #_______ Response Cards (yes/no, word,
letter) Manipulatives in use Things teacher does Maintains close
proximity to students Routines are clear for entry and work on
reading immediately. Attention signal, physical or verbal cue 10:2
strategy (10 min. teacher talk/2 min. student talk) Provides
students time for self assessment Student Engagement
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Input See you tomorrow Input Question Response Feedback Input
Question Response Feedback Multiple opportunities for student
responses
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By giving a chance for multiple responses, students are
retrieving, rehearsing and practicing what has been taught.
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Students must be engaged in instruction to learn from the
instruction. Partnerships provide an opportunity for a)corrective
feedback from the teacher and trained partners b)More opportunities
to respond
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Purposeful Partnerships Increase student talk time
Intentionally assigned by teacher Multiple turns leads to multiple
opportunities More turns = more practice
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Dr. Anita Archer Focus As you watch this video, Note the active
participation procedures that are directly taught to students.
Explicit about my instruction Writing as a response to instruction
Set the purpose Build background, targeted conversation
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Talk Time Coffee will begin followed by Cream Begin to list the
active participation strategies that were taught to students List
items until you have exhausted your list With extra time talk about
how you could spread this practice around your schools.
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Instruction must be explicit because effective core instruction
is the most important thing you can do in RTI.
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Overtly teaching each step through teacher modeling and many
examples. The purpose of the instruction is clear to both teacher
and learner. Explicit Systematic Practice and Feedback Application
and Mastery Components of Effective Instruction
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Breaking lessons and activities into sequential, manageable
steps that progress from simple to more complex concepts and
skills. i.e. scope and sequence of program Explicit Systematic
Practice and Feedback Application and Mastery Components of
Effective Instruction
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Providing many opportunities for students to respond and
demonstrate what they are learning. Feedback will help close the
gap between current response and desired response. Explicit
Systematic Practice and Feedback Application and Mastery Components
of Effective Instruction
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Generalize what is learned in different contexts. We want
students to apply the lessons to the next text they read. Explicit
Systematic Practice and Feedback Application and Mastery Components
of Effective Instruction
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Large group instruction Text is designed to be the initial
instruction Text is used as a model to teach literacy skills Whole
group text may be above or below some students Whole group
instruction should be a limited amount of time
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Small Group Instruction Text is at the students instructional
level The text is focused on the needs of the students Teacher
provide background, addresses vocabulary and text features Each
student has their own copy of the text and they read independently
while the adult observes their reading behaviors After the students
read, the adult leads a group discussion
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Instruction matters Think aloud to model new information for
students I do, we do, yall do, you do (scaffolding) Graphic
organizers Maintain a perky pace. Maintain close proximity to
students.
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Whole group video Watch for: Think aloud to model new
information for students I do, we do, yall do, you do Graphic
organizers Maintain a perky pace. Maintain close proximity to
students. Target: Description 2 nd grade in SE Oregon
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You will be discussing one of these questions with your
partner: What instructional strategies were used during the whole
group? What strategies did the instructor use to engage the
students in reading?
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Slide 70
Talk Time Cream please answer the following question: What
instructional strategies were used during the whole group? Coffee
please answer the following question: What strategies did the
instructor use to engage the students in reading? With extra time
switch questions
Slide 71
We must have effective instruction because effective core
instruction is the most important thing you can do in RTI.
Slide 72
Effective core instruction We should spend 90 minutes of core
reading time There must be fidelity to the core Instruction must be
engaging Instruction must be explicit
